G2TT
来源类型Research Reports
规范类型报告
ISBN9780833087256
来源IDRR-732-BMGF
Competency-Based Education in Three Pilot Programs: Examining Implementation and Outcomes
Jennifer L. Steele; Matthew W. Lewis; Lucrecia Santibanez; Susannah Faxon-Mills; Mollie Rudnick; Brian M. Stecher; Laura S. Hamilton
发表日期2014
出版年2014
页码128
语种英语
结论

Not All Competency-Based Programs Look Alike

  • Each Project Mastery grantee emphasized different aspects of competency-based education. Some placed greater emphasis on student choice and project-based learning, while others focused on flexible pacing and evaluation for proficiency.

Tensions Exist in Implementing the Approach

  • Sites faced challenges in determining how to provide credit for out-of-school activities, including afterschool activities and travel-based learning experiences.
  • Sites experienced tension in holding all students to a common definition of proficiency and evaluating students strictly based on performance, not effort.
  • Sites faced challenges in providing enough computer hardware so that students could use new competency-based curricula or in identifying funds that would permit expansion of new curricula beyond the pilot initiatives.
  • Sites reported that students with weak academic backgrounds may require extra support under competency-based models.

Student Experiences Were More Similar Than Expected

  • Because the programmatic details of the Project Mastery sites were varied, one striking finding was the similarity of students' self-reported experiences across sites.
  • The highest student reports of engagement, flexible pacing, and choice came from a site in which respondents were focused on yearlong, self-directed projects that applied academic content to real-world contexts.

Student Performance Varied Across Sites

  • Effects of competency-based models on student learning appeared most positive in programs that put primary emphasis on student choice with project-based learning.
  • However, the research design did not permit causal inference, and these findings could be at least partially due to students' or teachers' selection into the programs.
摘要

Lessons for Policy

  • Competency-based education programs should be assessed on a variety of near-term and longer-term outcomes.
  • In a competency-based system, flexibly timed accountability tests may provide better measures of progress than fixed, annual tests.

Lessons for Partnerships

  • In collaborating with technology developers, schools should negotiate favorable terms and anticipate technical challenges.
  • Collaboration between sites and funders should consider local infrastructure and capacity.

Lessons for Practice

  • Increased student autonomy calls for engagement through skillful teaching.
  • Competency-based education systems must be vigilant about equity.
主题Disadvantaged Students ; Education Curriculum ; Education Reform ; Educational Program Evaluation ; Educational Technology
URLhttps://www.rand.org/pubs/research_reports/RR732.html
来源智库RAND Corporation (United States)
资源类型智库出版物
条目标识符http://119.78.100.153/handle/2XGU8XDN/107727
推荐引用方式
GB/T 7714
Jennifer L. Steele,Matthew W. Lewis,Lucrecia Santibanez,et al. Competency-Based Education in Three Pilot Programs: Examining Implementation and Outcomes. 2014.
条目包含的文件
文件名称/大小 资源类型 版本类型 开放类型 使用许可
x1495316211878.jpg(12KB)智库出版物 限制开放CC BY-NC-SA浏览
RAND_RR732.pdf(1905KB)智库出版物 限制开放CC BY-NC-SA浏览
个性服务
推荐该条目
保存到收藏夹
导出为Endnote文件
谷歌学术
谷歌学术中相似的文章
[Jennifer L. Steele]的文章
[Matthew W. Lewis]的文章
[Lucrecia Santibanez]的文章
百度学术
百度学术中相似的文章
[Jennifer L. Steele]的文章
[Matthew W. Lewis]的文章
[Lucrecia Santibanez]的文章
必应学术
必应学术中相似的文章
[Jennifer L. Steele]的文章
[Matthew W. Lewis]的文章
[Lucrecia Santibanez]的文章
相关权益政策
暂无数据
收藏/分享
文件名: x1495316211878.jpg
格式: JPEG
文件名: RAND_RR732.pdf
格式: Adobe PDF

除非特别说明,本系统中所有内容都受版权保护,并保留所有权利。